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주변의 생물을 주제로 한 STEAM 프로그램이 초등과학 영재학생에게 미치는 영향

Effects of STEAM Program concerning Circumjacent Organisms on the Elementary Science Gifted Students

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주제분류교육학

초록

Although it has been recognized that STEAM programs are effective on creative problem solvingability, scientific attitude and other variables, there have been few studies that have attempted tocompare results of STEAM program application between gifted students and general students. Thepurpose of the present study was to examine relative effects of the STEAM program with regardto circumjacent small organisms on science achievements, process skills and affective domain. It wasalso intended to compare how to carry it out when gifted students and general students learnthrough the STEAM lessons. The program was applied to 29 gifted students and 69 generalstudents for 10 class hours. In intragroup, the STEAM lessons affected on science achievementsto gifted group only (p<.01), but significantly on affective domain to both gifted (p<.001) andgeneral groups (p<.01). In comparison of intergroup, there were significant differences on achievements(p<.05) and process skills (p<.05). Gifted group tended to make STEAM products morevarious than general group. The results of this study suggest that gifted students are more suitableto this STEAM program compared general students, but if general students be trained to have highself-learning abilities, it would be useful to adjust to STEAM lessons. Future studies will be requiredto design STEAM programs according to characteristics of learners.

Abstract

Although it has been recognized that STEAM programs are effective on creative problem solvingability, scientific attitude and other variables, there have been few studies that have attempted tocompare results of STEAM program application between gifted students and general students. Thepurpose of the present study was to examine relative effects of the STEAM program with regardto circumjacent small organisms on science achievements, process skills and affective domain. It wasalso intended to compare how to carry it out when gifted students and general students learnthrough the STEAM lessons. The program was applied to 29 gifted students and 69 generalstudents for 10 class hours. In intragroup, the STEAM lessons affected on science achievementsto gifted group only (p<.01), but significantly on affective domain to both gifted (p<.001) andgeneral groups (p<.01). In comparison of intergroup, there were significant differences on achievements(p<.05) and process skills (p<.05). Gifted group tended to make STEAM products morevarious than general group. The results of this study suggest that gifted students are more suitableto this STEAM program compared general students, but if general students be trained to have highself-learning abilities, it would be useful to adjust to STEAM lessons. Future studies will be requiredto design STEAM programs according to characteristics of learners.

참고문헌 (48)

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